Profile of a Volunteer

A volunteer who I have always admired is former president Jimmy Carter. He and his wife, Rosalynn Carter, have been volunteering with Habitat for Humanity for over 35 years. They have helped raise funds, provide publicity, and actually build houses for those in need. Due to their efforts, the Jimmy & Rosalynn Carter Work Project was established. This is an annual week long event that involves building numerous houses around the world (Habitat for Humanity, n.d.).

The Carters realize the impact that both big and small actions can have, and that families need a strong foundation and a safe home to flourish. The Carters have helped to repair and renovate 4,331 homes in 14 countries (Habitat for Humanity, n.d.). Their work has positively impacted so many families, while also inspiring thousands of other volunteers. They work tirelessly to rally volunteers and even other celebrities, helping Habitat for Humanity become internationally recognized. Through their work, thousands of families have been provided with decent and affordable housing, which is truly remarkable.

In my own volunteer efforts and advocacy work in fostering the well-being of children and families, I feel that the vital "take-away" message is that even the littlest things can make a huge difference. Whether it's a kind word or a helping hand, there are times when children and families just need a little encouragement. My efforts may not change the whole world, but they may just be what turns a frown upside down or reassures a parent that they're doing a good job. I think the little things can add up and lead to big, positive changes for children and their families.

Reference

Habitat for Humanity. (n.d.). Carter work project. Retrieved from https://www.habitat.org/volunteer/build-events/carter-work-project

Using Social Media to Get Connected

I have a pretty substantial background in using social media, having used numerous platforms for approximately 20 years now. On a personal level, I've loved using it to keep in touch with friends and family, and to meet new people around the world. On a professional level, it's been a part of many of my jobs, and I've used it to update students, advertise events, etc.

I feel that Facebook and Twitter are probably the most effective advocacy tools to use. They are the top two social media sites for advocacy use. Advocacy organizations can use Twitter to attract members of the media, as many tend to look to this site for breaking news. Organizations should also assign someone to manage their social media platforms to maximize its impact. When using social media for advocacy, users should be professional and succinct, use correct grammar and spelling, tailor their message, and use positive messaging (Rehr, 2017). Demographics also vary by social media platform, with Twitter users being younger and more urban than Facebook users. Advocates should determine who their audience is and what message they are trying to convey, to determine how to best represent it on each platform (Collins, n.d.).

As an advocate, I could use social media to raise visibility for my organization, recruit members and donors, and influence stakeholders (Collins, n.d.). Friends and family could help spread the message to their own followers, helping to raise more awareness and recruit more advocates. I would try to keep messages short and use visual aids to engage users, use hashtags, post regularly, and promote events (Collins, n.d.). However, I would love to hear some suggestions from colleagues on how to best use social media to advance my advocacy efforts.

References

Collins, R. (n.d.). Social media 101: Leveraging social media to increase your visibility. Retrieved from https://www.aauw.org/resource/how-to-use-social-media-for-advocacy/

Rehr, D. (2017). How is social media being used in advocacy? Retrieved from https://www.huffingtonpost.com/entry/how-is-social-media-being-used-in-advocacy_us_589a7b12e4b0985224db5bac

Advocacy Through Advertising

I chose this advertising message because it speaks to me personally. We're in the process of finalizing my stepdaughter's ADHD diagnosis and I often have to remind my husband that when she forgets something, it isn't because she wasn't listening, but because she's so distracted by everything else around her. As an example, this morning she forgot to put her shoes on for school because she got distracted by the cat meowing. She heard the instruction but failed to follow through due to this distraction. It also affects her schoolwork, which is why we're working so hard to help her. 

I thought this ad, though short, spoke volumes. The woman speaking notes that she works in her child's school cafeteria serving food, but can't afford to serve food in her own home. The comparison was really profound and gave me pause. There are many hardworking Americans who struggle to make ends meet, and sometimes they must choose between expenses. Pay rent or eat? Afford lifesaving medication or eat? 

This is another advertisement that is personal to me, as well as many others in our country. I have fibromyalgia and suffer from chronic pain. At times, the pain is almost unbearable. However, I come from a family of addicts, which leads me to believe that I too might become addicted to something one day. Therefore, I have repeatedly told my doctor not to prescribe opioids for pain management. We're currently trying other non-narcotic medications, TENS therapy, and acupuncture to keep the pain at bay. As this advertisement notes, physical therapy is also an option. I like that it shows readers, rather than just telling them, that there is another option.

My Own Capacity

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My Role as an Advocate

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Personal Advocacy Reflection

Hi, everyone! I have created a separate page for my Personal Advocacy Reflection. It is located in the left sidebar or can be accessed here. Thanks!

EDUC-6766, Wk 1, Advocacy Action Overview

Hi, everyone! This is my last class for the certificate program, and as a lifelong advocate, I'm happy to be wrapping my studies up by learning advocacy tools to help me as I go forward. I've always considered education a privilege, however, I feel that our country has a lot of room for improvement in this area. I believe that, as advocates, we have a responsibility to fight for these improvements. I'm certain that the information I have learned through this program will aid in these efforts.

Working in higher education for the last decade, I have advocated on my students' behalf in many different ways. Whether it was fighting for financial aid adjustments, nominating disadvantaged students for scholarships, ensuring special accommodations for students with disabilities, or advocating for minority and LGBTQ students, I have worked tirelessly to help students in their pursuit of higher education. Now my focus has shifted to early childhood education and I hope to work just as tirelessly.

Prior to studying education, my academic focus was psychology. As I learned in psychology, and as Kieff (2009) notes, the early years of a child's life are critical. We have an ethical and professional responsibility to ensure that early childhood education is adequately fulfilling the needs of all students. I am looking forward to learning the tools that will help me advocate on behalf of these children so that their needs are met.

Reference

Keiff, J. (2009). Informed advocacy in early childhood care and education. Upper Saddle River, NJ: Pearson

Words of Inspiration and Motivation

Collaborating with my peers throughout this course has been an amazing experience. I feel like I have gained so much new knowledge and a deeper understanding of how early childhood systems work. I also feel like a stronger advocate, as I now understand where these systems fall short and how important increased funding is. Prior to this course, I was unaware of how many services are provided through programs like Early Head Start and Head Start. Learning how much these programs provide to children and their families was truly eye opening. I was surprised to learn about prenatal services, as well as services for indigenous and rural children.

This experience makes me a better advocate because I understand what children and families need to be provided with a comprehensive system. I can identify services they might need and recognize when services are falling short. My understanding was initially very broad, with general knowledge of each area, but now I understand how each piece works together. I can narrow in on each individual component and relay information about early childhood systems better. I definitely more prepared as an early childhood professional.

The Political Will to Improve Early Childhood Systems (Week 6)

In my hypothetical family, I am married and adopting a child with Attention Deficit Hyperactivity Disorder (ADHD). We are a middle class family, English is our first language, and we have no family or in-home childcare. My husband and I are both employed, and I am also in school.

ADHD can be diagnosed in children as young as 3 years-old. Children with ADHD are impulsive, extremely active, and fail to obey commands, often making them difficult to manage. Treatment can help children focus in school, and get along better with their families and peers (Miller, n.d.).

Regarding the three sectors of comprehensive systems, the child we are adopting can be helped in the following ways:

• Health: Behavioral therapy, not medication, is the recommended treatment for children under five. Preschool therapy is ideal, as evidence has shown this is when therapy can be the most effective. Programs such as Parent-Child Therapy (PCIT), Parent Management Training (PMT), Positive Parenting Program (Triple P), and The Incredible Years have all shown evidence of effectiveness. Medication can be prescribed if behavioral therapy is not available or has not worked, or if the child or family is at risk for serious harm (Miller, n.d.).

• Early Learning and Development: Early intervention by childcare professionals can help children with ADHD in their early learning and development. Preschool First Step (PFS), a targeted intervention program, is geared towards children 3-5 years of age with behavior problems. PFS also addresses prevention goals and objectives. It has been found to produce significantly higher social skills and significantly fewer behavioral problems for children with ADHD (Feil, et al., 2016). Teachers can also employ a few strategies when working with children with ADHD. Teachers should clarify rules and use multiple ways to explain them (words and pictures), help with organization so children understand what needs to go home each day, arrange the classroom to clearly separate play and work spaces, limit words to keep their attention, emphasize large motor skills, use visual measurement tools, and adapt the environment to create routines (Wonderlick, n.d.).

• Family Leadership and Support: Parent training in specialist clinics has been found to decrease ADHD symptoms in children, while also decreasing parent strain and increasing parental self-esteem levels (Aarhus University, 2018). Parent training is the recommended treatment for preschoolers with ADHD, as it teaches parents how to shape the behavior of young children. Parents learn how to use praise and positive reinforcement to encourage behaviors, and are taught how to consistently deliver consequences when commands are not complied with. As a result, children learn to adjust their behavior to meet expectations (Miller, n.d.). Children with ADHD are also covered under the Individuals with Disabilities Education Act (IDEA) Part B, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA). Due to this coverage, children qualify for an Individuals Education Program (IEP) or a 504 Plan to help their teachers and families develop education plans that will provide them with a Free Appropriate Public Education (FAPE) that is tailored to meet their needs (Appalachia Education Laboratory, 1994).

For my family situation, I could perhaps provide more information on how ADHD is diagnosed in young children, what symptoms to look for, etc. I think this situation is fairly realistic. I am beginning my own journey in this area and have followed a colleagues journey with her son who has ADHD. I should definitely be reviewing federal websites regarding my child's rights, as well as local websites and our school district's website. That being said, I welcome any thoughts or ideas my peers may have about how my specific family situation and how it will affect the early childhood system I am creating.

References

Appalachia Education Laboratory. (1994). ADHD - New legal responsibilities for schools. Retrieved from http://www.ldonline.org/article/5975/

Feil, E. G., Small, J. W., Seeley, J. R., Walker, H. M., Golly, A., Frey, A., & Forness, S. R. (2016). Early intervention for preschoolers at risk for attention-deficit/hyperactivity disorder: Preschool first step to success. Behavioral Disorders, 41(2), 95-106. doi:10.17988/0198-7429-41.2.95

Miller, C. (n.d.) Preschoolers and ADHD. Retrieved from https://childmind.org/article/preschoolers-and-adhd/

Wonderlick, M. (n.d.) Starting with preschool, strive for kids who thrive. Retrieved from https://www.additudemag.com/adhd-children-preschool-parent-teacher-help/

The Political Will to Improve Early Childhood Systems (Week 5)

Politicians play a key role in determining policies in early childhood education. As a result, services offered and program quality are dependent upon the policies these politicians set. Advocates of early childhood care and education can employ various techniques to help influence the decisions that are made. One strategy is the use of media to influence public opinion, which can in turn influence policies. While politicians have their own personal beliefs, they are also concerned with how they are viewed by voters. Politicians may tailor policy decisions and how those policies are presented to the public (Bown, Sumison, & Press, 2009).

Utilizing the media, politicians may use key words and phrases to appeal to the public. They may also use strong imagery to appeal to the public's emotions. This is done to enhance their message and strike a nerve among listeners and viewers. Politicians may also focus on critical periods, such as the early years of a child's life, to rope in members of the public who feel especially concerned about care givers, teachers, and young children (Bown, Sumison, & Press, 2009).

Advocates and organizations can use the media to reform early childhood education by using these same tactics to influence public opinion. Advocates can raise public awareness through the use of media and then push for policy change. Advocacy can be done through social media, traditional media, film, or websites. The more platforms used, the more people that can be reached. Advocates can also use the media to create a sense of community within their target audience and to maintain a relationship with members of this community. This can encourage dialogue and increased engagement. This concept of community engagements is especially useful via social media (Whelpton, 2015).

Overall, utilizing media platforms is an excellent way for advocates and organizations to advance their goals, influence public opinion, and indirectly influence policy making. The sense of community is what appeals to me the most. I like the idea of bringing likeminded people together to advocate for change and using media to reach others who share similar advocacy interests.

References

Bown, K., Sumison, J., & Press, F. (2009). Influences on politicians' decision making for early childhood education care and policy: What do we know? What don't we know? Contemporary Issues in Early Childhood, 10(3), 194-217. doi:10.2304/ciec.2009.10.3.194

Whelpton, S. (2015). Why investing in media is critical to successful advocacy. Arabella Advisors. Retrieved from https://www.arabellaadvisors.com/2015/07/28/how-investing-in-media-is-critical-to-successful-advocacy/

Parent, Family, and Community Engagement

From a professional and personal standpoint, I have always thought of Head Start as preparing low-income children for kindergarten and primary school. However, I now see that the services provided can benefit children from all walks of life. In her success story, Evita Gaillard noted that her son learned about manners, good hygiene, health, feelings, and compassion (Capital Area Community Services, Inc. [CACS], n.d.). These are things that all children, not just those from low-income backgrounds, should know to help them navigate through life.

The importance of involvement opportunities for parents and family members are highlighted in Rimidia Taylor’s success story. She notes that Head Start helped her rule out an underlying medical condition related to her daughter’s weight. Through Head Start, they learned about the food pyramid and how to make better nutritional choices. Her daughter also got to try a variety of fruits and vegetables in the classroom. In Evita’s story, she praised the monthly meetings she got to have with her child’s teacher and the network of parents she was able to connect with (CACS, n.d.).

I think these stories are valuable because they highlight the good work and importance of what Head Start does. Ashley Hawkins’ story is particularly important, as she provides a firsthand account of how Head Start led to her current achievements. She gained her independence through the program, learned about other people and the world at large through field trips, and eventually earned an MBA, to which she credits the early encouragement from Head Start to (CACS, n.d.). Hearing these success stories is a great reminder to childhood professionals, the public, policymakers, and government officials that the Head Start program provides so many fantastic services and can lead to more positive outcomes for children long-term.

I think parent/family involvement is an essential system element for all strands of service in the early childhood field. Parents can learn more about health and nutrition, develop goals for themselves and their children, and take on the shared responsibility of the education, school readiness, and overall development of young children. They can also provide cultural and linguistic information to improve programs

Reference

Capital Area Community Services, Inc. [CACS]. (n.d.). Success Stories. Retrieved from https://www.cacsheadstart.org/success-stories/